Dataset statistics
| Number of variables | 15 |
|---|---|
| Number of observations | 21208 |
| Missing cells | 10876 |
| Missing cells (%) | 3.4% |
| Duplicate rows | 0 |
| Duplicate rows (%) | 0.0% |
| Total size in memory | 1.6 MiB |
| Average record size in memory | 80.9 B |
Variable types
| Categorical | 13 |
|---|---|
| Unsupported | 1 |
| Numeric | 1 |
image has constant value "image.png" | Constant |
question has a high cardinality: 9122 distinct values | High cardinality |
hint has a high cardinality: 4652 distinct values | High cardinality |
category has a high cardinality: 127 distinct values | High cardinality |
skill has a high cardinality: 379 distinct values | High cardinality |
lecture has a high cardinality: 262 distinct values | High cardinality |
solution has a high cardinality: 12952 distinct values | High cardinality |
pid is highly overall correlated with answer and 5 other fields | High correlation |
answer is highly overall correlated with pid | High correlation |
task is highly overall correlated with pid | High correlation |
grade is highly overall correlated with pid | High correlation |
subject is highly overall correlated with pid and 1 other fields | High correlation |
topic is highly overall correlated with pid and 1 other fields | High correlation |
split is highly overall correlated with pid | High correlation |
hint is highly imbalanced (52.2%) | Imbalance |
task is highly imbalanced (83.4%) | Imbalance |
image has 10876 (51.3%) missing values | Missing |
pid is uniformly distributed | Uniform |
pid has unique values | Unique |
choices is an unsupported type, check if it needs cleaning or further analysis | Unsupported |
Reproduction
| Analysis started | 2023-09-17 07:41:59.147843 |
|---|---|
| Analysis finished | 2023-09-17 07:46:37.418922 |
| Duration | 4 minutes and 38.27 seconds |
| Software version | pandas-profiling v3.6.6 |
| Download configuration | config.json |
question
Categorical
| Distinct | 9122 |
|---|---|
| Distinct (%) | 43.0% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 165.8 KiB |
| Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | 599 |
|---|---|
| Which country is highlighted? | 468 |
| What is the name of the colony shown? | 398 |
| Will these magnets attract or repel each other? | 317 |
| Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | 277 |
| Other values (9117) |
Length
| Max length | 862 |
|---|---|
| Median length | 605 |
| Mean length | 69.660081 |
| Min length | 14 |
Characters and Unicode
| Total characters | 1477351 |
|---|---|
| Distinct characters | 93 |
| Distinct categories | 13 ? |
| Distinct scripts | 3 ? |
| Distinct blocks | 4 ? |
Unique
| Unique | 7891 ? |
|---|---|
| Unique (%) | 37.2% |
Sample
| 1st row | Which of these states is farthest north? |
|---|---|
| 2nd row | Identify the question that Tom and Justin's experiment can best answer. |
| 3rd row | Identify the question that Kathleen and Bryant's experiment can best answer. |
| 4th row | Which figure of speech is used in this text? Sing, O goddess, the anger of Achilles son of Peleus, that brought countless ills upon the Achaeans. —Homer, The Iliad |
| 5th row | Which of the following could Gordon's test show? |
Common Values
| Value | Count | Frequency (%) |
| Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | 599 | 2.8% |
| Which country is highlighted? | 468 | 2.2% |
| What is the name of the colony shown? | 398 | 1.9% |
| Will these magnets attract or repel each other? | 317 | 1.5% |
| Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | 277 | 1.3% |
| Which of the following contains a vague pronoun reference? | 261 | 1.2% |
| Which continent is highlighted? | 228 | 1.1% |
| Which property do these three objects have in common? | 194 | 0.9% |
| Which closing is correct for a letter? | 157 | 0.7% |
| Which sentence states a fact? | 151 | 0.7% |
| Other values (9112) | 18158 |
Length
| Value | Count | Frequency (%) |
| the | 22165 | 8.6% |
| is | 11293 | 4.4% |
| which | 10432 | 4.1% |
| of | 9168 | 3.6% |
| a | 7897 | 3.1% |
| what | 5859 | 2.3% |
| in | 5688 | 2.2% |
| this | 3981 | 1.6% |
| to | 2774 | 1.1% |
| following | 2642 | 1.0% |
| Other values (9622) | 174859 |
Most occurring characters
| Value | Count | Frequency (%) |
| 229978 | ||
| e | 146361 | 9.9% |
| t | 118329 | 8.0% |
| i | 91665 | 6.2% |
| a | 90727 | 6.1% |
| h | 86948 | 5.9% |
| o | 86730 | 5.9% |
| s | 80556 | 5.5% |
| n | 73438 | 5.0% |
| r | 61321 | 4.2% |
| Other values (83) | 411298 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 1160372 | |
| Space Separator | 229978 | 15.6% |
| Uppercase Letter | 39728 | 2.7% |
| Other Punctuation | 37110 | 2.5% |
| Control | 5577 | 0.4% |
| Dash Punctuation | 1392 | 0.1% |
| Decimal Number | 1223 | 0.1% |
| Close Punctuation | 969 | 0.1% |
| Open Punctuation | 969 | 0.1% |
| Other Symbol | 17 | < 0.1% |
| Other values (3) | 16 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 146361 | |
| t | 118329 | |
| i | 91665 | 7.9% |
| a | 90727 | 7.8% |
| h | 86948 | 7.5% |
| o | 86730 | 7.5% |
| s | 80556 | 6.9% |
| n | 73438 | 6.3% |
| r | 61321 | 5.3% |
| c | 48286 | 4.2% |
| Other values (24) | 276011 |
Uppercase Letter
| Value | Count | Frequency (%) |
| W | 16364 | |
| S | 2968 | 7.5% |
| I | 2700 | 6.8% |
| C | 2418 | 6.1% |
| T | 2088 | 5.3% |
| A | 1493 | 3.8% |
| B | 1408 | 3.5% |
| M | 1392 | 3.5% |
| D | 1306 | 3.3% |
| H | 1113 | 2.8% |
| Other values (16) | 6478 | 16.3% |
Other Punctuation
| Value | Count | Frequency (%) |
| ? | 18734 | |
| . | 9766 | |
| , | 4349 | 11.7% |
| ' | 3159 | 8.5% |
| " | 720 | 1.9% |
| ! | 220 | 0.6% |
| : | 69 | 0.2% |
| ; | 56 | 0.2% |
| % | 25 | 0.1% |
| & | 12 | < 0.1% |
Decimal Number
| Value | Count | Frequency (%) |
| 0 | 383 | |
| 1 | 229 | |
| 2 | 135 | 11.0% |
| 5 | 117 | 9.6% |
| 9 | 82 | 6.7% |
| 7 | 68 | 5.6% |
| 8 | 57 | 4.7% |
| 4 | 55 | 4.5% |
| 3 | 54 | 4.4% |
| 6 | 43 | 3.5% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 1219 | |
| — | 165 | 11.9% |
| – | 8 | 0.6% |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 967 | |
| ] | 2 | 0.2% |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 967 | |
| [ | 2 | 0.2% |
Space Separator
| Value | Count | Frequency (%) |
| 229978 |
Control
| Value | Count | Frequency (%) |
| 5577 |
Other Symbol
| Value | Count | Frequency (%) |
| ° | 17 |
Currency Symbol
| Value | Count | Frequency (%) |
| $ | 11 |
Nonspacing Mark
| Value | Count | Frequency (%) |
| Ì© | 4 |
Math Symbol
| Value | Count | Frequency (%) |
| + | 1 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 1200100 | |
| Common | 277247 | 18.8% |
| Inherited | 4 | < 0.1% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 146361 | |
| t | 118329 | 9.9% |
| i | 91665 | 7.6% |
| a | 90727 | 7.6% |
| h | 86948 | 7.2% |
| o | 86730 | 7.2% |
| s | 80556 | 6.7% |
| n | 73438 | 6.1% |
| r | 61321 | 5.1% |
| c | 48286 | 4.0% |
| Other values (50) | 315739 |
Common
| Value | Count | Frequency (%) |
| 229978 | ||
| ? | 18734 | 6.8% |
| . | 9766 | 3.5% |
| 5577 | 2.0% | |
| , | 4349 | 1.6% |
| ' | 3159 | 1.1% |
| - | 1219 | 0.4% |
| ) | 967 | 0.3% |
| ( | 967 | 0.3% |
| " | 720 | 0.3% |
| Other values (22) | 1811 | 0.7% |
Inherited
| Value | Count | Frequency (%) |
| Ì© | 4 |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 1477132 | |
| Punctuation | 173 | < 0.1% |
| None | 42 | < 0.1% |
| Diacriticals | 4 | < 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 229978 | ||
| e | 146361 | 9.9% |
| t | 118329 | 8.0% |
| i | 91665 | 6.2% |
| a | 90727 | 6.1% |
| h | 86948 | 5.9% |
| o | 86730 | 5.9% |
| s | 80556 | 5.5% |
| n | 73438 | 5.0% |
| r | 61321 | 4.2% |
| Other values (71) | 411079 |
Punctuation
| Value | Count | Frequency (%) |
| — | 165 | |
| – | 8 | 4.6% |
None
| Value | Count | Frequency (%) |
| ° | 17 | |
| Å‚ | 6 | 14.3% |
| ż | 6 | 14.3% |
| é | 6 | 14.3% |
| ñ | 3 | 7.1% |
| ø | 1 | 2.4% |
| á | 1 | 2.4% |
| è | 1 | 2.4% |
| Ã | 1 | 2.4% |
Diacriticals
| Value | Count | Frequency (%) |
| Ì© | 4 |
choices
Unsupported
REJECTED  UNSUPPORTED 
| Missing | 0 |
|---|---|
| Missing (%) | 0.0% |
| Memory size | 165.8 KiB |
answer
Categorical
| Distinct | 5 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 165.8 KiB |
| 1 | |
|---|---|
| 0 | |
| 2 | |
| 3 | |
| 4 | 31 |
Length
| Max length | 1 |
|---|---|
| Median length | 1 |
| Mean length | 1 |
| Min length | 1 |
Characters and Unicode
| Total characters | 21208 |
|---|---|
| Distinct characters | 5 |
| Distinct categories | 1 ? |
| Distinct scripts | 1 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | 0 |
|---|---|
| 2nd row | 1 |
| 3rd row | 0 |
| 4th row | 1 |
| 5th row | 1 |
Common Values
| Value | Count | Frequency (%) |
| 1 | 8542 | |
| 0 | 8399 | |
| 2 | 2961 | 14.0% |
| 3 | 1275 | 6.0% |
| 4 | 31 | 0.1% |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| 1 | 8542 | |
| 0 | 8399 | |
| 2 | 2961 | 14.0% |
| 3 | 1275 | 6.0% |
| 4 | 31 | 0.1% |
Most occurring characters
| Value | Count | Frequency (%) |
| 1 | 8542 | |
| 0 | 8399 | |
| 2 | 2961 | 14.0% |
| 3 | 1275 | 6.0% |
| 4 | 31 | 0.1% |
Most occurring categories
| Value | Count | Frequency (%) |
| Decimal Number | 21208 |
Most frequent character per category
Decimal Number
| Value | Count | Frequency (%) |
| 1 | 8542 | |
| 0 | 8399 | |
| 2 | 2961 | 14.0% |
| 3 | 1275 | 6.0% |
| 4 | 31 | 0.1% |
Most occurring scripts
| Value | Count | Frequency (%) |
| Common | 21208 |
Most frequent character per script
Common
| Value | Count | Frequency (%) |
| 1 | 8542 | |
| 0 | 8399 | |
| 2 | 2961 | 14.0% |
| 3 | 1275 | 6.0% |
| 4 | 31 | 0.1% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 21208 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 1 | 8542 | |
| 0 | 8399 | |
| 2 | 2961 | 14.0% |
| 3 | 1275 | 6.0% |
| 4 | 31 | 0.1% |
hint
Categorical
HIGH CARDINALITY  IMBALANCE 
| Distinct | 4652 |
|---|---|
| Distinct (%) | 21.9% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 165.8 KiB |
| Select the better estimate. | 432 |
|---|---|
| Select the best estimate. | 413 |
| The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material. | 323 |
| Select the best answer. | 291 |
| Other values (4647) |
Length
| Max length | 1910 |
|---|---|
| Median length | 0 |
| Mean length | 97.676113 |
| Min length | 0 |
Characters and Unicode
| Total characters | 2071515 |
|---|---|
| Distinct characters | 93 |
| Distinct categories | 13 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 4 ? |
Unique
| Unique | 3872 ? |
|---|---|
| Unique (%) | 18.3% |
Sample
| 1st row | |
|---|---|
| 2nd row | The passage below describes an experiment. Read the passage and then follow the instructions below. Tom placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Tom launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Justin measured the distance between the catapult and the place where the ball hit the ground. Tom and Justin repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle. Figure: a catapult for launching ping pong balls. |
| 3rd row | The passage below describes an experiment. Read the passage and then follow the instructions below. Kathleen applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Bryant timed each ride. Kathleen and Bryant calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax. Figure: snowboarding down a hill. |
| 4th row | |
| 5th row | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below. Gordon was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft. So, to help decide how big the vent should be, Gordon put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung. Figure: a spacecraft's parachute in a wind tunnel. |
Common Values
| Value | Count | Frequency (%) |
| 10988 | ||
| Select the better estimate. | 432 | 2.0% |
| Select the best estimate. | 413 | 1.9% |
| The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material. | 323 | 1.5% |
| Select the best answer. | 291 | 1.4% |
| The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles. | 277 | 1.3% |
| Select the better answer. | 241 | 1.1% |
| The objects are identical except for their temperatures. | 195 | 0.9% |
| Two magnets are placed as shown. | 193 | 0.9% |
| Use the data to answer the question below. | 178 | 0.8% |
| Other values (4642) | 7677 |
Length
| Value | Count | Frequency (%) |
| the | 29124 | 8.1% |
| a | 13317 | 3.7% |
| of | 11025 | 3.1% |
| in | 7977 | 2.2% |
| to | 7275 | 2.0% |
| is | 6665 | 1.9% |
| and | 6078 | 1.7% |
| for | 4348 | 1.2% |
| below | 3901 | 1.1% |
| two | 3356 | 0.9% |
| Other values (8272) | 265869 |
Most occurring characters
| Value | Count | Frequency (%) |
| 340133 | ||
| e | 226275 | 10.9% |
| t | 142377 | 6.9% |
| a | 141631 | 6.8% |
| o | 123073 | 5.9% |
| s | 118012 | 5.7% |
| i | 102594 | 5.0% |
| r | 100821 | 4.9% |
| n | 100234 | 4.8% |
| h | 87668 | 4.2% |
| Other values (83) | 588697 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 1616982 | |
| Space Separator | 340133 | 16.4% |
| Other Punctuation | 48830 | 2.4% |
| Uppercase Letter | 47338 | 2.3% |
| Control | 9948 | 0.5% |
| Decimal Number | 4459 | 0.2% |
| Dash Punctuation | 1867 | 0.1% |
| Close Punctuation | 843 | < 0.1% |
| Open Punctuation | 843 | < 0.1% |
| Other Symbol | 244 | < 0.1% |
| Other values (3) | 28 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 226275 | |
| t | 142377 | 8.8% |
| a | 141631 | 8.8% |
| o | 123073 | 7.6% |
| s | 118012 | 7.3% |
| i | 102594 | 6.3% |
| r | 100821 | 6.2% |
| n | 100234 | 6.2% |
| h | 87668 | 5.4% |
| l | 72669 | 4.5% |
| Other values (22) | 401628 |
Uppercase Letter
| Value | Count | Frequency (%) |
| T | 11560 | |
| S | 4798 | |
| A | 3671 | 7.8% |
| I | 2875 | 6.1% |
| F | 2518 | 5.3% |
| H | 2443 | 5.2% |
| R | 2241 | 4.7% |
| B | 2084 | 4.4% |
| C | 1961 | 4.1% |
| P | 1824 | 3.9% |
| Other values (16) | 11363 |
Other Punctuation
| Value | Count | Frequency (%) |
| . | 33586 | |
| , | 9726 | 19.9% |
| : | 3370 | 6.9% |
| ' | 1572 | 3.2% |
| " | 216 | 0.4% |
| ! | 139 | 0.3% |
| % | 135 | 0.3% |
| / | 54 | 0.1% |
| ? | 23 | < 0.1% |
| ; | 9 | < 0.1% |
Decimal Number
| Value | Count | Frequency (%) |
| 0 | 1546 | |
| 1 | 836 | |
| 2 | 502 | 11.3% |
| 5 | 481 | 10.8% |
| 3 | 260 | 5.8% |
| 4 | 239 | 5.4% |
| 6 | 198 | 4.4% |
| 7 | 169 | 3.8% |
| 8 | 132 | 3.0% |
| 9 | 96 | 2.2% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 1852 | |
| — | 12 | 0.6% |
| ‑ | 2 | 0.1% |
| – | 1 | 0.1% |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 839 | |
| ] | 4 | 0.5% |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 839 | |
| [ | 4 | 0.5% |
Math Symbol
| Value | Count | Frequency (%) |
| + | 2 | |
| − | 2 |
Space Separator
| Value | Count | Frequency (%) |
| 340133 |
Control
| Value | Count | Frequency (%) |
| 9948 |
Other Symbol
| Value | Count | Frequency (%) |
| ° | 244 |
Currency Symbol
| Value | Count | Frequency (%) |
| $ | 20 |
Final Punctuation
| Value | Count | Frequency (%) |
| ’ | 4 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 1664320 | |
| Common | 407195 | 19.7% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 226275 | |
| t | 142377 | 8.6% |
| a | 141631 | 8.5% |
| o | 123073 | 7.4% |
| s | 118012 | 7.1% |
| i | 102594 | 6.2% |
| r | 100821 | 6.1% |
| n | 100234 | 6.0% |
| h | 87668 | 5.3% |
| l | 72669 | 4.4% |
| Other values (48) | 448966 |
Common
| Value | Count | Frequency (%) |
| 340133 | ||
| . | 33586 | 8.2% |
| 9948 | 2.4% | |
| , | 9726 | 2.4% |
| : | 3370 | 0.8% |
| - | 1852 | 0.5% |
| ' | 1572 | 0.4% |
| 0 | 1546 | 0.4% |
| ) | 839 | 0.2% |
| ( | 839 | 0.2% |
| Other values (25) | 3784 | 0.9% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 2071197 | |
| None | 297 | < 0.1% |
| Punctuation | 19 | < 0.1% |
| Math Operators | 2 | < 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 340133 | ||
| e | 226275 | 10.9% |
| t | 142377 | 6.9% |
| a | 141631 | 6.8% |
| o | 123073 | 5.9% |
| s | 118012 | 5.7% |
| i | 102594 | 5.0% |
| r | 100821 | 4.9% |
| n | 100234 | 4.8% |
| h | 87668 | 4.2% |
| Other values (71) | 588379 |
None
| Value | Count | Frequency (%) |
| ° | 244 | |
| á | 18 | 6.1% |
| Å‚ | 12 | 4.0% |
| ż | 12 | 4.0% |
| ñ | 9 | 3.0% |
| ë | 1 | 0.3% |
| é | 1 | 0.3% |
Punctuation
| Value | Count | Frequency (%) |
| — | 12 | |
| ’ | 4 | 21.1% |
| ‑ | 2 | 10.5% |
| – | 1 | 5.3% |
Math Operators
| Value | Count | Frequency (%) |
| − | 2 |
image
Categorical
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 10876 |
| Missing (%) | 51.3% |
| Memory size | 165.8 KiB |
| image.png |
|---|
Length
| Max length | 9 |
|---|---|
| Median length | 9 |
| Mean length | 9 |
| Min length | 9 |
Characters and Unicode
| Total characters | 92988 |
|---|---|
| Distinct characters | 8 |
| Distinct categories | 2 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | image.png |
|---|---|
| 2nd row | image.png |
| 3rd row | image.png |
| 4th row | image.png |
| 5th row | image.png |
Common Values
| Value | Count | Frequency (%) |
| image.png | 10332 | |
| (Missing) | 10876 |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| image.png | 10332 |
Most occurring characters
| Value | Count | Frequency (%) |
| g | 20664 | |
| i | 10332 | |
| m | 10332 | |
| a | 10332 | |
| e | 10332 | |
| . | 10332 | |
| p | 10332 | |
| n | 10332 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 82656 | |
| Other Punctuation | 10332 | 11.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| g | 20664 | |
| i | 10332 | |
| m | 10332 | |
| a | 10332 | |
| e | 10332 | |
| p | 10332 | |
| n | 10332 |
Other Punctuation
| Value | Count | Frequency (%) |
| . | 10332 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 82656 | |
| Common | 10332 | 11.1% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| g | 20664 | |
| i | 10332 | |
| m | 10332 | |
| a | 10332 | |
| e | 10332 | |
| p | 10332 | |
| n | 10332 |
Common
| Value | Count | Frequency (%) |
| . | 10332 |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 92988 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| g | 20664 | |
| i | 10332 | |
| m | 10332 | |
| a | 10332 | |
| e | 10332 | |
| . | 10332 | |
| p | 10332 | |
| n | 10332 |
task
Categorical
HIGH CORRELATION  IMBALANCE 
| Distinct | 3 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 21.0 KiB |
| closed choice | |
|---|---|
| yes or no | 600 |
| true-or false | 204 |
Length
| Max length | 13 |
|---|---|
| Median length | 13 |
| Mean length | 12.886835 |
| Min length | 9 |
Characters and Unicode
| Total characters | 273304 |
|---|---|
| Distinct characters | 17 |
| Distinct categories | 3 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | closed choice |
|---|---|
| 2nd row | closed choice |
| 3rd row | closed choice |
| 4th row | closed choice |
| 5th row | closed choice |
Common Values
| Value | Count | Frequency (%) |
| closed choice | 20404 | |
| yes or no | 600 | 2.8% |
| true-or false | 204 | 1.0% |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| closed | 20404 | |
| choice | 20404 | |
| yes | 600 | 1.4% |
| or | 600 | 1.4% |
| no | 600 | 1.4% |
| true-or | 204 | 0.5% |
| false | 204 | 0.5% |
Most occurring characters
| Value | Count | Frequency (%) |
| c | 61212 | |
| o | 42212 | |
| e | 41816 | |
| 21808 | 8.0% | |
| s | 21208 | 7.8% |
| l | 20608 | 7.5% |
| h | 20404 | 7.5% |
| i | 20404 | 7.5% |
| d | 20404 | 7.5% |
| r | 1008 | 0.4% |
| Other values (7) | 2220 | 0.8% |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 251292 | |
| Space Separator | 21808 | 8.0% |
| Dash Punctuation | 204 | 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| c | 61212 | |
| o | 42212 | |
| e | 41816 | |
| s | 21208 | 8.4% |
| l | 20608 | 8.2% |
| h | 20404 | 8.1% |
| i | 20404 | 8.1% |
| d | 20404 | 8.1% |
| r | 1008 | 0.4% |
| y | 600 | 0.2% |
| Other values (5) | 1416 | 0.6% |
Space Separator
| Value | Count | Frequency (%) |
| 21808 |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 204 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 251292 | |
| Common | 22012 | 8.1% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| c | 61212 | |
| o | 42212 | |
| e | 41816 | |
| s | 21208 | 8.4% |
| l | 20608 | 8.2% |
| h | 20404 | 8.1% |
| i | 20404 | 8.1% |
| d | 20404 | 8.1% |
| r | 1008 | 0.4% |
| y | 600 | 0.2% |
| Other values (5) | 1416 | 0.6% |
Common
| Value | Count | Frequency (%) |
| 21808 | ||
| - | 204 | 0.9% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 273304 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| c | 61212 | |
| o | 42212 | |
| e | 41816 | |
| 21808 | 8.0% | |
| s | 21208 | 7.8% |
| l | 20608 | 7.5% |
| h | 20404 | 7.5% |
| i | 20404 | 7.5% |
| d | 20404 | 7.5% |
| r | 1008 | 0.4% |
| Other values (7) | 2220 | 0.8% |
grade
Categorical
| Distinct | 12 |
|---|---|
| Distinct (%) | 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 21.2 KiB |
| grade4 | |
|---|---|
| grade5 | |
| grade3 | |
| grade7 | |
| grade8 | |
| Other values (7) |
Length
| Max length | 7 |
|---|---|
| Median length | 6 |
| Mean length | 6.0724727 |
| Min length | 6 |
Characters and Unicode
| Total characters | 128785 |
|---|---|
| Distinct characters | 15 |
| Distinct categories | 2 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | grade2 |
|---|---|
| 2nd row | grade8 |
| 3rd row | grade7 |
| 4th row | grade11 |
| 5th row | grade8 |
Common Values
| Value | Count | Frequency (%) |
| grade4 | 3544 | |
| grade5 | 3086 | |
| grade3 | 3032 | |
| grade7 | 2749 | |
| grade8 | 2546 | |
| grade6 | 2450 | |
| grade2 | 1678 | |
| grade10 | 558 | 2.6% |
| grade11 | 539 | 2.5% |
| grade9 | 491 | 2.3% |
| Other values (2) | 535 | 2.5% |
Length
| Value | Count | Frequency (%) |
| grade4 | 3544 | |
| grade5 | 3086 | |
| grade3 | 3032 | |
| grade7 | 2749 | |
| grade8 | 2546 | |
| grade6 | 2450 | |
| grade2 | 1678 | |
| grade10 | 558 | 2.6% |
| grade11 | 539 | 2.5% |
| grade9 | 491 | 2.3% |
| Other values (2) | 535 | 2.5% |
Most occurring characters
| Value | Count | Frequency (%) |
| g | 21208 | |
| r | 21208 | |
| a | 21208 | |
| d | 21208 | |
| e | 21208 | |
| 4 | 3544 | 2.8% |
| 5 | 3086 | 2.4% |
| 3 | 3032 | 2.4% |
| 7 | 2749 | 2.1% |
| 8 | 2546 | 2.0% |
| Other values (5) | 7788 | 6.0% |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 106040 | |
| Decimal Number | 22745 | 17.7% |
Most frequent character per category
Decimal Number
| Value | Count | Frequency (%) |
| 4 | 3544 | |
| 5 | 3086 | |
| 3 | 3032 | |
| 7 | 2749 | |
| 8 | 2546 | |
| 6 | 2450 | |
| 1 | 2171 | |
| 2 | 2118 | |
| 0 | 558 | 2.5% |
| 9 | 491 | 2.2% |
Lowercase Letter
| Value | Count | Frequency (%) |
| g | 21208 | |
| r | 21208 | |
| a | 21208 | |
| d | 21208 | |
| e | 21208 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 106040 | |
| Common | 22745 | 17.7% |
Most frequent character per script
Common
| Value | Count | Frequency (%) |
| 4 | 3544 | |
| 5 | 3086 | |
| 3 | 3032 | |
| 7 | 2749 | |
| 8 | 2546 | |
| 6 | 2450 | |
| 1 | 2171 | |
| 2 | 2118 | |
| 0 | 558 | 2.5% |
| 9 | 491 | 2.2% |
Latin
| Value | Count | Frequency (%) |
| g | 21208 | |
| r | 21208 | |
| a | 21208 | |
| d | 21208 | |
| e | 21208 |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 128785 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| g | 21208 | |
| r | 21208 | |
| a | 21208 | |
| d | 21208 | |
| e | 21208 | |
| 4 | 3544 | 2.8% |
| 5 | 3086 | 2.4% |
| 3 | 3032 | 2.4% |
| 7 | 2749 | 2.1% |
| 8 | 2546 | 2.0% |
| Other values (5) | 7788 | 6.0% |
subject
Categorical
| Distinct | 3 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 21.0 KiB |
| natural science | |
|---|---|
| language science | |
| social science |
Length
| Max length | 16 |
|---|---|
| Median length | 15 |
| Mean length | 15.048142 |
| Min length | 14 |
Characters and Unicode
| Total characters | 319141 |
|---|---|
| Distinct characters | 13 |
| Distinct categories | 2 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | social science |
|---|---|
| 2nd row | natural science |
| 3rd row | natural science |
| 4th row | language science |
| 5th row | natural science |
Common Values
| Value | Count | Frequency (%) |
| natural science | 11487 | |
| language science | 5371 | |
| social science | 4350 | 20.5% |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| science | 21208 | |
| natural | 11487 | |
| language | 5371 | 12.7% |
| social | 4350 | 10.3% |
Most occurring characters
| Value | Count | Frequency (%) |
| e | 47787 | |
| c | 46766 | |
| n | 38066 | |
| a | 38066 | |
| s | 25558 | |
| i | 25558 | |
| l | 21208 | |
| 21208 | ||
| u | 16858 | 5.3% |
| t | 11487 | 3.6% |
| Other values (3) | 26579 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 297933 | |
| Space Separator | 21208 | 6.6% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 47787 | |
| c | 46766 | |
| n | 38066 | |
| a | 38066 | |
| s | 25558 | |
| i | 25558 | |
| l | 21208 | |
| u | 16858 | 5.7% |
| t | 11487 | 3.9% |
| r | 11487 | 3.9% |
| Other values (2) | 15092 | 5.1% |
Space Separator
| Value | Count | Frequency (%) |
| 21208 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 297933 | |
| Common | 21208 | 6.6% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 47787 | |
| c | 46766 | |
| n | 38066 | |
| a | 38066 | |
| s | 25558 | |
| i | 25558 | |
| l | 21208 | |
| u | 16858 | 5.7% |
| t | 11487 | 3.9% |
| r | 11487 | 3.9% |
| Other values (2) | 15092 | 5.1% |
Common
| Value | Count | Frequency (%) |
| 21208 |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 319141 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| e | 47787 | |
| c | 46766 | |
| n | 38066 | |
| a | 38066 | |
| s | 25558 | |
| i | 25558 | |
| l | 21208 | |
| 21208 | ||
| u | 16858 | 5.3% |
| t | 11487 | 3.6% |
| Other values (3) | 26579 |
topic
Categorical
| Distinct | 26 |
|---|---|
| Distinct (%) | 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 22.1 KiB |
| biology | |
|---|---|
| physics | |
| geography | |
| writing-strategies | |
| figurative-language | |
| Other values (21) |
Length
| Max length | 33 |
|---|---|
| Median length | 22 |
| Mean length | 11.760892 |
| Min length | 5 |
Characters and Unicode
| Total characters | 249425 |
|---|---|
| Distinct characters | 24 |
| Distinct categories | 2 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | geography |
|---|---|
| 2nd row | science-and-engineering-practices |
| 3rd row | science-and-engineering-practices |
| 4th row | figurative-language |
| 5th row | science-and-engineering-practices |
Common Values
| Value | Count | Frequency (%) |
| biology | 4098 | |
| physics | 3215 | |
| geography | 2956 | |
| writing-strategies | 1650 | |
| figurative-language | 1260 | 5.9% |
| chemistry | 1194 | 5.6% |
| earth-science | 1152 | 5.4% |
| science-and-engineering-practices | 924 | 4.4% |
| units-and-measurement | 870 | 4.1% |
| reference-skills | 724 | 3.4% |
| Other values (16) | 3165 |
Length
| Value | Count | Frequency (%) |
| biology | 4098 | |
| physics | 3215 | |
| geography | 2956 | |
| writing-strategies | 1650 | |
| figurative-language | 1260 | 5.9% |
| chemistry | 1194 | 5.6% |
| earth-science | 1152 | 5.4% |
| science-and-engineering-practices | 924 | 4.4% |
| units-and-measurement | 870 | 4.1% |
| reference-skills | 724 | 3.4% |
| Other values (16) | 3165 |
Most occurring characters
| Value | Count | Frequency (%) |
| e | 25968 | 10.4% |
| i | 25405 | 10.2% |
| s | 19624 | 7.9% |
| g | 19500 | 7.8% |
| r | 16199 | 6.5% |
| a | 15727 | 6.3% |
| o | 14556 | 5.8% |
| n | 14464 | 5.8% |
| c | 13915 | 5.6% |
| t | 13303 | 5.3% |
| Other values (14) | 70764 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 239262 | |
| Dash Punctuation | 10163 | 4.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 25968 | |
| i | 25405 | |
| s | 19624 | 8.2% |
| g | 19500 | 8.2% |
| r | 16199 | 6.8% |
| a | 15727 | 6.6% |
| o | 14556 | 6.1% |
| n | 14464 | 6.0% |
| c | 13915 | 5.8% |
| t | 13303 | 5.6% |
| Other values (13) | 60601 |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 10163 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 239262 | |
| Common | 10163 | 4.1% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 25968 | |
| i | 25405 | |
| s | 19624 | 8.2% |
| g | 19500 | 8.2% |
| r | 16199 | 6.8% |
| a | 15727 | 6.6% |
| o | 14556 | 6.1% |
| n | 14464 | 6.0% |
| c | 13915 | 5.8% |
| t | 13303 | 5.6% |
| Other values (13) | 60601 |
Common
| Value | Count | Frequency (%) |
| - | 10163 |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 249425 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| e | 25968 | 10.4% |
| i | 25405 | 10.2% |
| s | 19624 | 7.9% |
| g | 19500 | 7.8% |
| r | 16199 | 6.5% |
| a | 15727 | 6.3% |
| o | 14556 | 5.8% |
| n | 14464 | 5.8% |
| c | 13915 | 5.6% |
| t | 13303 | 5.3% |
| Other values (14) | 70764 |
category
Categorical
| Distinct | 127 |
|---|---|
| Distinct (%) | 0.6% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 46.6 KiB |
| State capitals | 1475 |
|---|---|
| Literary devices | 1260 |
| Genes to traits | 958 |
| Units and measurement | 845 |
| Classification | 835 |
| Other values (122) |
Length
| Max length | 35 |
|---|---|
| Median length | 29 |
| Mean length | 17.36241 |
| Min length | 4 |
Characters and Unicode
| Total characters | 368222 |
|---|---|
| Distinct characters | 57 |
| Distinct categories | 7 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 9 ? |
|---|---|
| Unique (%) | < 0.1% |
Sample
| 1st row | Geography |
|---|---|
| 2nd row | Designing experiments |
| 3rd row | Designing experiments |
| 4th row | Literary devices |
| 5th row | Engineering practices |
Common Values
| Value | Count | Frequency (%) |
| State capitals | 1475 | 7.0% |
| Literary devices | 1260 | 5.9% |
| Genes to traits | 958 | 4.5% |
| Units and measurement | 845 | 4.0% |
| Classification | 835 | 3.9% |
| Materials | 804 | 3.8% |
| Reference skills | 697 | 3.3% |
| Sentences, fragments, and run-ons | 677 | 3.2% |
| Designing experiments | 646 | 3.0% |
| Magnets | 617 | 2.9% |
| Other values (117) | 12394 |
Length
| Value | Count | Frequency (%) |
| and | 6252 | 12.8% |
| state | 1475 | 3.0% |
| capitals | 1475 | 3.0% |
| traits | 1338 | 2.7% |
| literary | 1260 | 2.6% |
| devices | 1260 | 2.6% |
| classification | 1101 | 2.3% |
| geography | 998 | 2.0% |
| genes | 958 | 2.0% |
| to | 958 | 2.0% |
| Other values (195) | 31636 |
Most occurring characters
| Value | Count | Frequency (%) |
| e | 41254 | |
| a | 33131 | 9.0% |
| n | 30189 | 8.2% |
| i | 28720 | 7.8% |
| t | 28364 | 7.7% |
| s | 27802 | 7.6% |
| 27503 | 7.5% | |
| r | 19519 | 5.3% |
| c | 17379 | 4.7% |
| o | 16158 | 4.4% |
| Other values (47) | 98203 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 314598 | |
| Space Separator | 27503 | 7.5% |
| Uppercase Letter | 22404 | 6.1% |
| Other Punctuation | 2947 | 0.8% |
| Dash Punctuation | 704 | 0.2% |
| Decimal Number | 54 | < 0.1% |
| Control | 12 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 41254 | |
| a | 33131 | |
| n | 30189 | |
| i | 28720 | |
| t | 28364 | |
| s | 27802 | |
| r | 19519 | 6.2% |
| c | 17379 | 5.5% |
| o | 16158 | 5.1% |
| l | 12805 | 4.1% |
| Other values (15) | 59277 |
Uppercase Letter
| Value | Count | Frequency (%) |
| S | 3211 | |
| C | 2055 | 9.2% |
| A | 1959 | 8.7% |
| M | 1757 | 7.8% |
| G | 1561 | 7.0% |
| P | 1446 | 6.5% |
| L | 1260 | 5.6% |
| E | 1240 | 5.5% |
| R | 1153 | 5.1% |
| D | 1120 | 5.0% |
| Other values (12) | 5642 |
Decimal Number
| Value | Count | Frequency (%) |
| 1 | 27 | |
| 9 | 9 | 16.7% |
| 2 | 9 | 16.7% |
| 0 | 9 | 16.7% |
Other Punctuation
| Value | Count | Frequency (%) |
| , | 2372 | |
| : | 487 | 16.5% |
| ' | 88 | 3.0% |
Space Separator
| Value | Count | Frequency (%) |
| 27503 |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 704 |
Control
| Value | Count | Frequency (%) |
| 12 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 337002 | |
| Common | 31220 | 8.5% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 41254 | |
| a | 33131 | |
| n | 30189 | 9.0% |
| i | 28720 | 8.5% |
| t | 28364 | 8.4% |
| s | 27802 | 8.2% |
| r | 19519 | 5.8% |
| c | 17379 | 5.2% |
| o | 16158 | 4.8% |
| l | 12805 | 3.8% |
| Other values (37) | 81681 |
Common
| Value | Count | Frequency (%) |
| 27503 | ||
| , | 2372 | 7.6% |
| - | 704 | 2.3% |
| : | 487 | 1.6% |
| ' | 88 | 0.3% |
| 1 | 27 | 0.1% |
| 12 | < 0.1% | |
| 9 | 9 | < 0.1% |
| 2 | 9 | < 0.1% |
| 0 | 9 | < 0.1% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 368222 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| e | 41254 | |
| a | 33131 | 9.0% |
| n | 30189 | 8.2% |
| i | 28720 | 7.8% |
| t | 28364 | 7.7% |
| s | 27802 | 7.6% |
| 27503 | 7.5% | |
| r | 19519 | 5.3% |
| c | 17379 | 4.7% |
| o | 16158 | 4.4% |
| Other values (47) | 98203 |
skill
Categorical
| Distinct | 379 |
|---|---|
| Distinct (%) | 1.8% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 52.6 KiB |
| Use guide words | 697 |
|---|---|
| Inherited and acquired traits: use evidence to support a statement | 585 |
| Compare physical and chemical changes | 447 |
| Read a map: cardinal directions | 400 |
| Compare magnitudes of magnetic forces | 399 |
| Other values (374) |
Length
| Max length | 100 |
|---|---|
| Median length | 63 |
| Mean length | 37.75811 |
| Min length | 4 |
Characters and Unicode
| Total characters | 800774 |
|---|---|
| Distinct characters | 64 |
| Distinct categories | 8 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 2 ? |
Unique
| Unique | 128 ? |
|---|---|
| Unique (%) | 0.6% |
Sample
| 1st row | Read a map: cardinal directions |
|---|---|
| 2nd row | Identify the experimental question |
| 3rd row | Identify the experimental question |
| 4th row | Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement |
| 5th row | Evaluate tests of engineering-design solutions |
Common Values
| Value | Count | Frequency (%) |
| Use guide words | 697 | 3.3% |
| Inherited and acquired traits: use evidence to support a statement | 585 | 2.8% |
| Compare physical and chemical changes | 447 | 2.1% |
| Read a map: cardinal directions | 400 | 1.9% |
| Compare magnitudes of magnetic forces | 399 | 1.9% |
| Identify the Thirteen Colonies | 398 | 1.9% |
| Compare properties of objects | 381 | 1.8% |
| Classify logical fallacies | 373 | 1.8% |
| Identify mammals, birds, fish, reptiles, and amphibians | 342 | 1.6% |
| Use scientific names to classify organisms | 341 | 1.6% |
| Other values (369) | 16845 |
Length
| Value | Count | Frequency (%) |
| and | 7516 | 6.5% |
| of | 7115 | 6.1% |
| identify | 6640 | 5.7% |
| the | 5027 | 4.3% |
| compare | 2648 | 2.3% |
| use | 2282 | 2.0% |
| to | 2089 | 1.8% |
| classify | 1847 | 1.6% |
| a | 1794 | 1.5% |
| or | 1692 | 1.5% |
| Other values (710) | 77499 |
Most occurring characters
| Value | Count | Frequency (%) |
| 94941 | ||
| e | 87596 | 10.9% |
| t | 63588 | 7.9% |
| s | 58342 | 7.3% |
| a | 56849 | 7.1% |
| n | 50782 | 6.3% |
| i | 50390 | 6.3% |
| o | 43693 | 5.5% |
| r | 36521 | 4.6% |
| d | 28751 | 3.6% |
| Other values (54) | 229321 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 668594 | |
| Space Separator | 94941 | 11.9% |
| Uppercase Letter | 24987 | 3.1% |
| Other Punctuation | 10800 | 1.3% |
| Dash Punctuation | 753 | 0.1% |
| Decimal Number | 645 | 0.1% |
| Open Punctuation | 27 | < 0.1% |
| Close Punctuation | 27 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 87596 | |
| t | 63588 | 9.5% |
| s | 58342 | 8.7% |
| a | 56849 | 8.5% |
| n | 50782 | 7.6% |
| i | 50390 | 7.5% |
| o | 43693 | 6.5% |
| r | 36521 | 5.5% |
| d | 28751 | 4.3% |
| c | 27840 | 4.2% |
| Other values (17) | 164242 |
Uppercase Letter
| Value | Count | Frequency (%) |
| I | 9033 | |
| C | 5534 | |
| U | 1820 | 7.3% |
| W | 1014 | 4.1% |
| R | 944 | 3.8% |
| G | 836 | 3.3% |
| T | 804 | 3.2% |
| A | 779 | 3.1% |
| E | 712 | 2.8% |
| D | 621 | 2.5% |
| Other values (12) | 2890 | 11.6% |
Decimal Number
| Value | Count | Frequency (%) |
| 0 | 305 | |
| 5 | 305 | |
| 7 | 27 | 4.2% |
| 1 | 4 | 0.6% |
| 8 | 2 | 0.3% |
| 2 | 2 | 0.3% |
Other Punctuation
| Value | Count | Frequency (%) |
| , | 6024 | |
| : | 2551 | |
| ? | 1885 | 17.5% |
| ' | 306 | 2.8% |
| . | 34 | 0.3% |
Space Separator
| Value | Count | Frequency (%) |
| 94941 |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 753 |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 27 |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 27 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 693581 | |
| Common | 107193 | 13.4% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 87596 | |
| t | 63588 | 9.2% |
| s | 58342 | 8.4% |
| a | 56849 | 8.2% |
| n | 50782 | 7.3% |
| i | 50390 | 7.3% |
| o | 43693 | 6.3% |
| r | 36521 | 5.3% |
| d | 28751 | 4.1% |
| c | 27840 | 4.0% |
| Other values (39) | 189229 |
Common
| Value | Count | Frequency (%) |
| 94941 | ||
| , | 6024 | 5.6% |
| : | 2551 | 2.4% |
| ? | 1885 | 1.8% |
| - | 753 | 0.7% |
| ' | 306 | 0.3% |
| 0 | 305 | 0.3% |
| 5 | 305 | 0.3% |
| . | 34 | < 0.1% |
| ( | 27 | < 0.1% |
| Other values (5) | 62 | 0.1% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 800773 | |
| None | 1 | < 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 94941 | ||
| e | 87596 | 10.9% |
| t | 63588 | 7.9% |
| s | 58342 | 7.3% |
| a | 56849 | 7.1% |
| n | 50782 | 6.3% |
| i | 50390 | 6.3% |
| o | 43693 | 5.5% |
| r | 36521 | 4.6% |
| d | 28751 | 3.6% |
| Other values (53) | 229320 |
None
| Value | Count | Frequency (%) |
| Ã | 1 |
lecture
Categorical
| Distinct | 262 |
|---|---|
| Distinct (%) | 1.2% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 165.8 KiB |
| Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | 598 |
|---|---|
| Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west. A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction. The north arrow points to the North Pole. On most maps, north is at the top of the map. | 397 |
| Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur. | 341 |
| Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways. Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned. Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | 297 |
| Other values (257) |
Length
| Max length | 3076 |
|---|---|
| Median length | 1283 |
| Mean length | 604.0637 |
| Min length | 0 |
Characters and Unicode
| Total characters | 12810983 |
|---|---|
| Distinct characters | 83 |
| Distinct categories | 14 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 3 ? |
Unique
| Unique | 11 ? |
|---|---|
| Unique (%) | 0.1% |
Sample
| 1st row | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west. A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction. The north arrow points to the North Pole. On most maps, north is at the top of the map. |
|---|---|
| 2nd row | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment. Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured. First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested. Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured. Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height. Examples of questions that this experiment can answer include: Does soil type affect the height of daffodil plants? Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil? Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? |
| 3rd row | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment. Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured. First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested. Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured. Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height. Examples of questions that this experiment can answer include: Does soil type affect the height of daffodil plants? Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil? Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? |
| 4th row | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive. Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses. We are united. We are powerful. We are winners. Antithesis involves contrasting opposing ideas within a parallel grammatical structure. I want to help, not to hurt. Apostrophe is a direct address to an absent person or a nonhuman entity. Oh, little bird, what makes you sing so beautifully? Assonance is the repetition of a vowel sound in a series of nearby words. Try to light the fire. Chiasmus is an expression in which the second half parallels the first but reverses the order of words. Never let a fool kiss you or a kiss fool you. Understatement involves deliberately representing something as less serious or important than it really is. As you know, it can get a little cold in the Antarctic. |
| 5th row | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured. Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves. First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind. Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved. Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. |
Common Values
| Value | Count | Frequency (%) |
| 3410 | 16.1% | |
| Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | 598 | 2.8% |
| Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west. A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction. The north arrow points to the North Pole. On most maps, north is at the top of the map. | 397 | 1.9% |
| Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur. | 341 | 1.6% |
| Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways. Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned. Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | 297 | 1.4% |
| A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent. The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent. concentration = particles of solute / volume of solvent | 295 | 1.4% |
| The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere. Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day. Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | 294 | 1.4% |
| Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment. Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment? First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available. Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick. So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | 289 | 1.4% |
| Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways. Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned. Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | 288 | 1.4% |
| A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue. Dear Aunt Sue, I'm glad you could come to my party, and thank you for the birthday gift. I could not have asked for a better one! Every time I see it, I think of you. With love, Rory | 288 | 1.4% |
| Other values (252) | 14711 |
Length
| Value | Count | Frequency (%) |
| the | 139563 | 6.3% |
| a | 90363 | 4.1% |
| of | 68632 | 3.1% |
| is | 53845 | 2.4% |
| in | 42474 | 1.9% |
| are | 38089 | 1.7% |
| to | 36541 | 1.6% |
| and | 36291 | 1.6% |
| or | 33470 | 1.5% |
| that | 29168 | 1.3% |
| Other values (2908) | 1657419 |
Most occurring characters
| Value | Count | Frequency (%) |
| 2124123 | ||
| e | 1346526 | 10.5% |
| t | 907748 | 7.1% |
| a | 857476 | 6.7% |
| o | 738548 | 5.8% |
| s | 734933 | 5.7% |
| n | 716000 | 5.6% |
| i | 660258 | 5.2% |
| r | 647459 | 5.1% |
| h | 474907 | 3.7% |
| Other values (73) | 3603005 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 10009681 | |
| Space Separator | 2124123 | 16.6% |
| Other Punctuation | 312519 | 2.4% |
| Uppercase Letter | 228753 | 1.8% |
| Control | 85966 | 0.7% |
| Decimal Number | 25262 | 0.2% |
| Math Symbol | 14144 | 0.1% |
| Dash Punctuation | 6066 | < 0.1% |
| Other Symbol | 1481 | < 0.1% |
| Close Punctuation | 1012 | < 0.1% |
| Other values (4) | 1976 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 1346526 | |
| t | 907748 | 9.1% |
| a | 857476 | 8.6% |
| o | 738548 | 7.4% |
| s | 734933 | 7.3% |
| n | 716000 | 7.2% |
| i | 660258 | 6.6% |
| r | 647459 | 6.5% |
| h | 474907 | 4.7% |
| l | 413820 | 4.1% |
| Other values (16) | 2512006 |
Uppercase Letter
| Value | Count | Frequency (%) |
| T | 46578 | |
| A | 37105 | |
| I | 25308 | |
| F | 18958 | |
| S | 16398 | 7.2% |
| W | 10545 | 4.6% |
| M | 7849 | 3.4% |
| O | 7395 | 3.2% |
| E | 7034 | 3.1% |
| C | 6296 | 2.8% |
| Other values (14) | 45287 |
Other Punctuation
| Value | Count | Frequency (%) |
| . | 176513 | |
| , | 101151 | |
| ' | 17058 | 5.5% |
| : | 6325 | 2.0% |
| ? | 4057 | 1.3% |
| " | 3768 | 1.2% |
| ! | 2528 | 0.8% |
| / | 907 | 0.3% |
| ; | 118 | < 0.1% |
| · | 94 | < 0.1% |
Decimal Number
| Value | Count | Frequency (%) |
| 1 | 10080 | |
| 0 | 6556 | |
| 2 | 2506 | 9.9% |
| 3 | 1375 | 5.4% |
| 6 | 1053 | 4.2% |
| 5 | 990 | 3.9% |
| 8 | 939 | 3.7% |
| 7 | 868 | 3.4% |
| 4 | 677 | 2.7% |
| 9 | 218 | 0.9% |
Math Symbol
| Value | Count | Frequency (%) |
| | | 13370 | |
| = | 727 | 5.1% |
| + | 47 | 0.3% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 5309 | |
| — | 757 | 12.5% |
Space Separator
| Value | Count | Frequency (%) |
| 2124123 |
Control
| Value | Count | Frequency (%) |
| 85966 |
Other Symbol
| Value | Count | Frequency (%) |
| ° | 1481 |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 1012 |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 1012 |
Modifier Symbol
| Value | Count | Frequency (%) |
| ^ | 746 |
Format
| Value | Count | Frequency (%) |
| Â | 193 |
Final Punctuation
| Value | Count | Frequency (%) |
| ’ | 25 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 10238434 | |
| Common | 2572549 | 20.1% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 1346526 | |
| t | 907748 | 8.9% |
| a | 857476 | 8.4% |
| o | 738548 | 7.2% |
| s | 734933 | 7.2% |
| n | 716000 | 7.0% |
| i | 660258 | 6.4% |
| r | 647459 | 6.3% |
| h | 474907 | 4.6% |
| l | 413820 | 4.0% |
| Other values (40) | 2740759 |
Common
| Value | Count | Frequency (%) |
| 2124123 | ||
| . | 176513 | 6.9% |
| , | 101151 | 3.9% |
| 85966 | 3.3% | |
| ' | 17058 | 0.7% |
| | | 13370 | 0.5% |
| 1 | 10080 | 0.4% |
| 0 | 6556 | 0.3% |
| : | 6325 | 0.2% |
| - | 5309 | 0.2% |
| Other values (23) | 26098 | 1.0% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 12808433 | |
| None | 1768 | < 0.1% |
| Punctuation | 782 | < 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 2124123 | ||
| e | 1346526 | 10.5% |
| t | 907748 | 7.1% |
| a | 857476 | 6.7% |
| o | 738548 | 5.8% |
| s | 734933 | 5.7% |
| n | 716000 | 5.6% |
| i | 660258 | 5.2% |
| r | 647459 | 5.1% |
| h | 474907 | 3.7% |
| Other values (68) | 3600455 |
None
| Value | Count | Frequency (%) |
| ° | 1481 | |
| Â | 193 | 10.9% |
| · | 94 | 5.3% |
Punctuation
| Value | Count | Frequency (%) |
| — | 757 | |
| ’ | 25 | 3.2% |
solution
Categorical
| Distinct | 12952 |
|---|---|
| Distinct (%) | 61.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 165.8 KiB |
| The second closing is correct: Its first word is capitalized, and it ends with a comma. | 82 |
|---|---|
| The first closing is correct: Its first word is capitalized, and it ends with a comma. | 75 |
| Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | 74 |
| The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A. Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. | 62 |
| Other values (12947) |
Length
| Max length | 2716 |
|---|---|
| Median length | 1154 |
| Mean length | 244.15098 |
| Min length | 0 |
Characters and Unicode
| Total characters | 5177954 |
|---|---|
| Distinct characters | 101 |
| Distinct categories | 14 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 4 ? |
Unique
| Unique | 12157 ? |
|---|---|
| Unique (%) | 57.3% |
Sample
| 1st row | To find the answer, look at the compass rose. Look at which way the north arrow is pointing. West Virginia is farthest north. |
|---|---|
| 2nd row | |
| 3rd row | |
| 4th row | The text uses apostrophe, a direct address to an absent person or a nonhuman entity. O goddess is a direct address to a goddess, a nonhuman entity. |
| 5th row |
Common Values
| Value | Count | Frequency (%) |
| 2006 | 9.5% | |
| The second closing is correct: Its first word is capitalized, and it ends with a comma. | 82 | 0.4% |
| The first closing is correct: Its first word is capitalized, and it ends with a comma. | 75 | 0.4% |
| Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | 74 | 0.3% |
| The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A. Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. | 62 | 0.3% |
| Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same. So, the strength of the magnetic force is the same in both pairs. | 60 | 0.3% |
| Olympia is the capital of Washington. | 57 | 0.3% |
| To predict if these magnets will attract or repel, look at which poles are closest to each other. The north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. | 55 | 0.3% |
| The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B. Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. | 53 | 0.2% |
| Cheyenne is the capital of Wyoming. | 52 | 0.2% |
| Other values (12942) | 18632 |
Length
| Value | Count | Frequency (%) |
| the | 76403 | 8.3% |
| is | 35975 | 3.9% |
| a | 34524 | 3.8% |
| of | 25335 | 2.8% |
| in | 17293 | 1.9% |
| to | 14117 | 1.5% |
| and | 13684 | 1.5% |
| it | 12375 | 1.4% |
| are | 10446 | 1.1% |
| that | 9101 | 1.0% |
| Other values (14015) | 665909 |
Most occurring characters
| Value | Count | Frequency (%) |
| 864891 | ||
| e | 522339 | 10.1% |
| t | 376878 | 7.3% |
| a | 350915 | 6.8% |
| o | 306545 | 5.9% |
| s | 288929 | 5.6% |
| i | 281655 | 5.4% |
| n | 263806 | 5.1% |
| r | 245406 | 4.7% |
| h | 221921 | 4.3% |
| Other values (91) | 1454669 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 3991939 | |
| Space Separator | 864891 | 16.7% |
| Other Punctuation | 134199 | 2.6% |
| Uppercase Letter | 130571 | 2.5% |
| Control | 31142 | 0.6% |
| Decimal Number | 17352 | 0.3% |
| Dash Punctuation | 4288 | 0.1% |
| Open Punctuation | 918 | < 0.1% |
| Close Punctuation | 918 | < 0.1% |
| Other Symbol | 777 | < 0.1% |
| Other values (4) | 959 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 522339 | |
| t | 376878 | 9.4% |
| a | 350915 | 8.8% |
| o | 306545 | 7.7% |
| s | 288929 | 7.2% |
| i | 281655 | 7.1% |
| n | 263806 | 6.6% |
| r | 245406 | 6.1% |
| h | 221921 | 5.6% |
| l | 168057 | 4.2% |
| Other values (27) | 965488 |
Uppercase Letter
| Value | Count | Frequency (%) |
| T | 30966 | |
| S | 14486 | |
| A | 14265 | |
| I | 11068 | 8.5% |
| B | 8901 | 6.8% |
| P | 6230 | 4.8% |
| C | 5866 | 4.5% |
| L | 5548 | 4.2% |
| M | 4657 | 3.6% |
| N | 4353 | 3.3% |
| Other values (16) | 24231 |
Other Punctuation
| Value | Count | Frequency (%) |
| . | 89313 | |
| , | 30902 | 23.0% |
| ' | 6205 | 4.6% |
| : | 3632 | 2.7% |
| " | 2595 | 1.9% |
| ! | 501 | 0.4% |
| ? | 497 | 0.4% |
| * | 336 | 0.3% |
| ; | 167 | 0.1% |
| % | 38 | < 0.1% |
| Other values (2) | 13 | < 0.1% |
Decimal Number
| Value | Count | Frequency (%) |
| 1 | 4329 | |
| 2 | 3488 | |
| 0 | 2933 | |
| 5 | 1607 | 9.3% |
| 3 | 1287 | 7.4% |
| 4 | 1015 | 5.8% |
| 6 | 743 | 4.3% |
| 9 | 673 | 3.9% |
| 8 | 669 | 3.9% |
| 7 | 608 | 3.5% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 4210 | |
| — | 67 | 1.6% |
| – | 11 | 0.3% |
Math Symbol
| Value | Count | Frequency (%) |
| > | 662 | |
| + | 10 | 1.5% |
| − | 2 | 0.3% |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 917 | |
| [ | 1 | 0.1% |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 917 | |
| ] | 1 | 0.1% |
Space Separator
| Value | Count | Frequency (%) |
| 864891 |
Control
| Value | Count | Frequency (%) |
| 31142 |
Other Symbol
| Value | Count | Frequency (%) |
| ° | 777 |
Modifier Symbol
| Value | Count | Frequency (%) |
| ^ | 280 |
Final Punctuation
| Value | Count | Frequency (%) |
| ’ | 4 |
Currency Symbol
| Value | Count | Frequency (%) |
| $ | 1 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 4122510 | |
| Common | 1055444 | 20.4% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 522339 | |
| t | 376878 | 9.1% |
| a | 350915 | 8.5% |
| o | 306545 | 7.4% |
| s | 288929 | 7.0% |
| i | 281655 | 6.8% |
| n | 263806 | 6.4% |
| r | 245406 | 6.0% |
| h | 221921 | 5.4% |
| l | 168057 | 4.1% |
| Other values (53) | 1096059 |
Common
| Value | Count | Frequency (%) |
| 864891 | ||
| . | 89313 | 8.5% |
| 31142 | 3.0% | |
| , | 30902 | 2.9% |
| ' | 6205 | 0.6% |
| 1 | 4329 | 0.4% |
| - | 4210 | 0.4% |
| : | 3632 | 0.3% |
| 2 | 3488 | 0.3% |
| 0 | 2933 | 0.3% |
| Other values (28) | 14399 | 1.4% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 5177040 | |
| None | 830 | < 0.1% |
| Punctuation | 82 | < 0.1% |
| Math Operators | 2 | < 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 864891 | ||
| e | 522339 | 10.1% |
| t | 376878 | 7.3% |
| a | 350915 | 6.8% |
| o | 306545 | 5.9% |
| s | 288929 | 5.6% |
| i | 281655 | 5.4% |
| n | 263806 | 5.1% |
| r | 245406 | 4.7% |
| h | 221921 | 4.3% |
| Other values (75) | 1453755 |
None
| Value | Count | Frequency (%) |
| ° | 777 | |
| é | 16 | 1.9% |
| ż | 9 | 1.1% |
| Å‚ | 9 | 1.1% |
| á | 5 | 0.6% |
| ñ | 5 | 0.6% |
| Ã | 3 | 0.4% |
| ó | 2 | 0.2% |
| è | 1 | 0.1% |
| ø | 1 | 0.1% |
| Other values (2) | 2 | 0.2% |
Punctuation
| Value | Count | Frequency (%) |
| — | 67 | |
| – | 11 | 13.4% |
| ’ | 4 | 4.9% |
Math Operators
| Value | Count | Frequency (%) |
| − | 2 |
split
Categorical
| Distinct | 3 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 165.8 KiB |
| train | |
|---|---|
| test | |
| val |
Length
| Max length | 5 |
|---|---|
| Median length | 5 |
| Mean length | 4.4000849 |
| Min length | 3 |
Characters and Unicode
| Total characters | 93317 |
|---|---|
| Distinct characters | 9 |
| Distinct categories | 1 ? |
| Distinct scripts | 1 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | train |
|---|---|
| 2nd row | train |
| 3rd row | train |
| 4th row | test |
| 5th row | test |
Common Values
| Value | Count | Frequency (%) |
| train | 12726 | |
| test | 4241 | 20.0% |
| val | 4241 | 20.0% |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| train | 12726 | |
| test | 4241 | 20.0% |
| val | 4241 | 20.0% |
Most occurring characters
| Value | Count | Frequency (%) |
| t | 21208 | |
| a | 16967 | |
| r | 12726 | |
| i | 12726 | |
| n | 12726 | |
| e | 4241 | 4.5% |
| s | 4241 | 4.5% |
| v | 4241 | 4.5% |
| l | 4241 | 4.5% |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 93317 |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| t | 21208 | |
| a | 16967 | |
| r | 12726 | |
| i | 12726 | |
| n | 12726 | |
| e | 4241 | 4.5% |
| s | 4241 | 4.5% |
| v | 4241 | 4.5% |
| l | 4241 | 4.5% |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 93317 |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| t | 21208 | |
| a | 16967 | |
| r | 12726 | |
| i | 12726 | |
| n | 12726 | |
| e | 4241 | 4.5% |
| s | 4241 | 4.5% |
| v | 4241 | 4.5% |
| l | 4241 | 4.5% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 93317 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| t | 21208 | |
| a | 16967 | |
| r | 12726 | |
| i | 12726 | |
| n | 12726 | |
| e | 4241 | 4.5% |
| s | 4241 | 4.5% |
| v | 4241 | 4.5% |
| l | 4241 | 4.5% |
pid
Real number (ℝ)
HIGH CORRELATION  UNIFORM  UNIQUE 
| Distinct | 21208 |
|---|---|
| Distinct (%) | 100.0% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 10604.5 |
| Minimum | 1 |
|---|---|
| Maximum | 21208 |
| Zeros | 0 |
| Zeros (%) | 0.0% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 165.8 KiB |
Quantile statistics
| Minimum | 1 |
|---|---|
| 5-th percentile | 1061.35 |
| Q1 | 5302.75 |
| median | 10604.5 |
| Q3 | 15906.25 |
| 95-th percentile | 20147.65 |
| Maximum | 21208 |
| Range | 21207 |
| Interquartile range (IQR) | 10603.5 |
Descriptive statistics
| Standard deviation | 6122.3666 |
|---|---|
| Coefficient of variation (CV) | 0.57733666 |
| Kurtosis | -1.2 |
| Mean | 10604.5 |
| Median Absolute Deviation (MAD) | 5302 |
| Skewness | 0 |
| Sum | 2.2490024 × 108 |
| Variance | 37483373 |
| Monotonicity | Strictly increasing |
| Value | Count | Frequency (%) |
| 1 | 1 | < 0.1% |
| 14146 | 1 | < 0.1% |
| 14144 | 1 | < 0.1% |
| 14143 | 1 | < 0.1% |
| 14142 | 1 | < 0.1% |
| 14141 | 1 | < 0.1% |
| 14140 | 1 | < 0.1% |
| 14139 | 1 | < 0.1% |
| 14138 | 1 | < 0.1% |
| 14137 | 1 | < 0.1% |
| Other values (21198) | 21198 |
| Value | Count | Frequency (%) |
| 1 | 1 | |
| 2 | 1 | |
| 3 | 1 | |
| 4 | 1 | |
| 5 | 1 | |
| 6 | 1 | |
| 7 | 1 | |
| 8 | 1 | |
| 9 | 1 | |
| 10 | 1 |
| Value | Count | Frequency (%) |
| 21208 | 1 | |
| 21207 | 1 | |
| 21206 | 1 | |
| 21205 | 1 | |
| 21204 | 1 | |
| 21203 | 1 | |
| 21202 | 1 | |
| 21201 | 1 | |
| 21200 | 1 | |
| 21199 | 1 |
| pid | answer | task | grade | subject | topic | split | |
|---|---|---|---|---|---|---|---|
| pid | 1.000 | 1.000 | 1.000 | 1.000 | 1.000 | 1.000 | 1.000 |
| answer | 1.000 | 1.000 | 0.070 | 0.086 | 0.263 | 0.219 | 0.000 |
| task | 1.000 | 0.070 | 1.000 | 0.150 | 0.145 | 0.438 | 0.004 |
| grade | 1.000 | 0.086 | 0.150 | 1.000 | 0.419 | 0.331 | 0.015 |
| subject | 1.000 | 0.263 | 0.145 | 0.419 | 1.000 | 0.999 | 0.007 |
| topic | 1.000 | 0.219 | 0.438 | 0.331 | 0.999 | 1.000 | 0.017 |
| split | 1.000 | 0.000 | 0.004 | 0.015 | 0.007 | 0.017 | 1.000 |
| question | choices | answer | hint | image | task | grade | subject | topic | category | skill | lecture | solution | split | pid | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 0 | Which of these states is farthest north? | [West Virginia, Louisiana, Arizona, Oklahoma] | 0 | image.png | closed choice | grade2 | social science | geography | Geography | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the north arrow is pointing. West Virginia is farthest north. | train | 1 | |
| 1 | Identify the question that Tom and Justin's experiment can best answer. | [Do ping pong balls stop rolling along the ground sooner after being launched from a 30° angle or a 45° angle?, Do ping pong balls travel farther when launched from a 30° angle compared to a 45° angle?] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nTom placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Tom launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Justin measured the distance between the catapult and the place where the ball hit the ground. Tom and Justin repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.\nFigure: a catapult for launching ping pong balls. | image.png | closed choice | grade8 | natural science | science-and-engineering-practices | Designing experiments | Identify the experimental question | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? | train | 2 | |
| 2 | Identify the question that Kathleen and Bryant's experiment can best answer. | [Does Kathleen's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?, Does Kathleen's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?] | 0 | The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nKathleen applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Bryant timed each ride. Kathleen and Bryant calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.\nFigure: snowboarding down a hill. | image.png | closed choice | grade7 | natural science | science-and-engineering-practices | Designing experiments | Identify the experimental question | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? | train | 3 | |
| 3 | Which figure of speech is used in this text?\nSing, O goddess, the anger of Achilles son of Peleus, that brought countless ills upon the Achaeans.\n—Homer, The Iliad | [chiasmus, apostrophe] | 1 | None | closed choice | grade11 | language science | figurative-language | Literary devices | Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. | The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nO goddess is a direct address to a goddess, a nonhuman entity. | test | 4 | |
| 4 | Which of the following could Gordon's test show? | [if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour, how steady a parachute with a 1 m vent was at 200 km per hour, whether a parachute with a 1 m vent would swing too much at 400 km per hour] | 1 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nGordon was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Gordon put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel. | image.png | closed choice | grade8 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. | test | 5 | |
| 5 | What does the verbal irony in this text suggest?\nAccording to Mr. Herrera's kids, his snoring is as quiet as a jackhammer. | [The snoring is loud., The snoring occurs in bursts.] | 0 | None | closed choice | grade8 | language science | figurative-language | Literary devices | Interpret figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. | The text uses verbal irony, which involves saying one thing but implying something very different.\nAs quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Herrera's snoring. | val | 6 | |
| 6 | Which animal's mouth is also adapted for bottom feeding? | [discus, armored catfish] | 1 | Sturgeons eat invertebrates, plants, and small fish. They are bottom feeders. Bottom feeders find their food at the bottom of rivers, lakes, and the ocean.\nThe 's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding.\nFigure: sturgeon. | image.png | closed choice | grade3 | natural science | biology | Adaptations | Animal adaptations: beaks, mouths, and necks | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. | Look at the picture of the sturgeon.\nThe sturgeon's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding. The sturgeon uses its mouth to find food hidden in the sediment at the bottom of rivers, lakes, and the ocean.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe armored catfish's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding.\nThe discus's mouth is not located on the underside of its head. Its mouth is not adapted for bottom feeding. | val | 7 |
| 7 | Is this a sentence fragment?\nDuring the construction of Mount Rushmore, approximately eight hundred million pounds of rock from the mountain to create the monument. | [no, yes] | 1 | None | yes or no | grade12 | language science | writing-strategies | Sentences, fragments, and run-ons | Identify sentence fragments | A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert. | This is a sentence fragment. It does not express a complete thought.\nDuring the construction of Mount Rushmore, approximately eight hundred million pounds of rock from the mountain to create the monument.\nHere is one way to fix the sentence fragment:\nDuring the construction of Mount Rushmore, approximately eight hundred million pounds of rock were removed from the mountain to create the monument. | val | 8 | |
| 8 | Which tense does the sentence use?\nMona will print her name with care. | [present tense, future tense, past tense] | 1 | None | closed choice | grade2 | language science | verbs | Verb tense | Is the sentence in the past, present, or future tense? | Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go | The sentence is in future tense. You can tell because it uses will before the main verb, print. The verb tells you about something that is going to happen. | train | 9 | |
| 9 | Complete the sentence.\nSewing an apron is a (). | [chemical change, physical change] | 1 | None | closed choice | grade4 | natural science | chemistry | Physical and chemical change | Identify physical and chemical changes | Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Sewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change. | train | 10 |
| question | choices | answer | hint | image | task | grade | subject | topic | category | skill | lecture | solution | split | pid | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 21198 | Which continent is highlighted? | [Asia, Europe, Australia, North America] | 1 | image.png | closed choice | grade5 | social science | geography | Oceans and continents | Identify oceans and continents | A continent is one of the major land masses on the earth. Most people say there are seven continents. | This continent is Europe. | test | 21199 | |
| 21199 | What is the direction of this push? | [away from the bulldozer, toward the bulldozer] | 0 | A bulldozer clears a path for a new road. A force from the bulldozer pushes loose dirt out of the way. | image.png | closed choice | grade4 | natural science | physics | Force and motion | Identify directions of forces | A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. | The bulldozer pushes the loose dirt. The direction of the push is away from the bulldozer. | test | 21200 |
| 21200 | Which word does not rhyme? | [tree, save, bee] | 1 | None | closed choice | grade1 | language science | phonological-awareness | Rhyming | Which word does not rhyme? | Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds. | The words tree and bee rhyme. They both end with the ee sound.\nThe word save does not rhyme. It ends with a different sound. | train | 21201 | |
| 21201 | Which sentence uses a metaphor? | [Mr. Kent's legs were as long as sunflower stalks., Mr. Kent's long legs were sunflower stalks.] | 1 | None | closed choice | grade4 | language science | figurative-language | Literary devices | Identify similes and metaphors | Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. | This sentence uses a metaphor:\nMr. Kent's long legs were sunflower stalks.\nThe words legs and sunflower stalks are compared without the word like or as.\nThis sentence uses a simile:\nMr. Kent's legs were as long as sunflower stalks.\nThe words legs and sunflower stalks are compared using the word as. | train | 21202 | |
| 21202 | Which country is highlighted? | [Trinidad and Tobago, Haiti, the Dominican Republic, Dominica] | 2 | image.png | closed choice | grade6 | social science | geography | The Americas: geography | Identify and select countries of the Caribbean | This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences. | train | 21203 | ||
| 21203 | What information supports the conclusion that Tom acquired this trait? | [Tom's scar was caused by an accident. He cut his leg when he fell off his skateboard., Tom's scar is on his left knee. His mother also has a scar on her left knee., Tom's brother has scars on both of his knees.] | 0 | Read the description of a trait.\nTom has a scar on his left knee. | None | closed choice | grade7 | natural science | biology | Genes to traits | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | train | 21204 | |
| 21204 | Which correctly shows the title of a movie? | [Return to oz, Return to Oz] | 1 | None | closed choice | grade4 | language science | capitalization | Formatting | Capitalizing titles | In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or | Capitalize the first word, the last word, and every important word in between. The word to is not important, so it should not be capitalized.\nThe correct title is Return to Oz. | train | 21205 | |
| 21205 | Which is a complete sentence? | [Amy is from Greenwood now she lives in Wildgrove., This book explains the difference between cattle and buffalo.] | 1 | None | closed choice | grade3 | language science | writing-strategies | Sentences, fragments, and run-ons | Is it a complete sentence or a run-on? | A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. | This book explains the difference between cattle and buffalo is a complete sentence. The subject is this book, and the verb is explains. | test | 21206 | |
| 21206 | What information supports the conclusion that Rick inherited this trait? | [Rick's coworker also has curly hair., Rick's biological father has curly hair., Rick and his biological parents have brown hair.] | 1 | Read the description of a trait.\nRick has curly hair. | None | closed choice | grade7 | natural science | biology | Genes to traits | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | val | 21207 | |
| 21207 | Which of these states is farthest east? | [North Dakota, Washington, Pennsylvania, New Mexico] | 2 | image.png | closed choice | grade3 | social science | geography | Geography | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Pennsylvania is farthest east. | train | 21208 |